Search results for: building-and-connecting-learning-communities

Building and Connecting Learning Communities

Author : Steven Katz
File Size : 26.70 MB
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Networked learning communities: A powerful school improvement strategy for school leaders! Drawing on their work with schools in North America and England, the authors demonstrate how linking professional learning communities across school or district boundaries creates networked learning communities (NLCs) that can share professional knowledge. Through a sample school narrative, the book illustrates how NLCs can significantly improve instruction, increase student performance, and promote deep and sustained change. This resource examines: Collaborative inquiry as a process that challenges teachers’ thinking, generates new learning, and fosters trusting relationships Formal and informal leadership roles in NLCs How NLCs support systematic data analysis and accountability

Building and Connecting Learning Communities

Author : Soina Ben Jaafar
File Size : 51.58 MB
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Building and Connecting Learning Communities

Author : Steven Katz (College teacher)
File Size : 47.72 MB
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This resource describes how separate professional learning communities can be linked across schools to create effective Networked Learning Communities (NLCs). It shows how NLCs can engage schools in creating and sharing professional knowledge and develop deep and sustained changes that enhance learning engagement, and success.

Building and Connecting Learning Communities

Author : Steven Katz
File Size : 61.93 MB
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Networked learning communities: A powerful school improvement strategy for school leaders! Drawing on their work with schools in North America and England, the authors demonstrate how linking professional learning communities across school or district boundaries creates networked learning communities (NLCs) that can share professional knowledge. Through a sample school narrative, the book illustrates how NLCs can significantly improve instruction, increase student performance, and promote deep and sustained change. This resource examines: Collaborative inquiry as a process that challenges teachers’ thinking, generates new learning, and fosters trusting relationships Formal and informal leadership roles in NLCs How NLCs support systematic data analysis and accountability

Building Online Learning Communities

Author : Rena M. Palloff
File Size : 20.7 MB
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Building Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery.

Building Learning Communities for New College Students

Author :
File Size : 43.26 MB
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Building School based Teacher Learning Communities

Author : Milbrey Wallin McLaughlin
File Size : 69.7 MB
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Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.

Learning Communities

Author : Faith G. Gabelnick
File Size : 68.20 MB
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Learning communities are curricular structures that link different disciplines around a common theme or question. They give greater coherence to the curriculum and provide students and faculty with a vital sense of shared inquiry. This volume of New Directions for Teaching and Learning places learning communities within the framework of twentieth-century educational theory and reform. The authors provide comprehensive, detailed descriptions of how to design, maintain, and evaluate learning communities and include firsthand accounts from students and faculty in learning communities across the nation. At a time when higher education seeks a sense of shared purpose, learning communities offer an approach that balances the demands of individualism with those of contributing to the common good. Solutions to the problems we confront require multiple points of view, a variety of competencies, and an acknowledgment of interdepAndence and mutual respect. Learning communities are one way we may build the commonalities and connections so essential to our education and our society. This is the 41st issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.

Teacher Education in Professional Learning Communities

Author : Xuefeng Huang
File Size : 33.58 MB
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This book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.

Professional Learning Communities and Teacher Enquiry

Author : Alison Fox
File Size : 66.27 MB
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Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context. This book provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity, including the notion of professional learning communities and how these might be used to support teacher enquiry. It examines the opportunities and challenges this poses to teachers and school leaders, and includes practical advice on how to facilitate, engage with and evaluate collaborative teacher enquiry models.

Meeting the Technology Challenge

Author : Shirley Ann Steele
File Size : 21.67 MB
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Intentional Interruption

Author : Steven Katz
File Size : 49.97 MB
Format : PDF
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We interrupt this program to bring meaningful change to professional learning! Big ideas can sometimes get stuck on the way to becoming real change. The authors explain the secret to getting unstuck: interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior. You can enable true learning by: Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership in schools Recognizing the psychological processes involved in adult learning, and overcoming the psychological biases and barriers to change Using tools and strategies such as critical friend relationships, learning conversations, task sheets, and protocols

Leadership and Learning

Author : Jan Robertson
File Size : 56.82 MB
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Bringing together internationally recognised scholars this book focuses on the relationship between leadership and learning for the education community. It draws together a wealth of knowledge and research in the field across a variety of contexts, such as system leadership, professional learning communities and leading different cultures. Themes covered include: - exploring models for leadership and improvement - challenges in developing learning-focused leadership - broadening ideas of learning and knowledge work. This book will be of interest to educational leaders at all levels and in all sectors, as well as consultants, academics and those who wish to extend their knowledge in educational leadership whether engaging in further academic study or in reflective practice around the ideas presented. This book is essential for anyone taking advanced programmes in educational leadership and management.

Second International Handbook of Educational Change

Author : Andy Hargreaves
File Size : 50.19 MB
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The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.

Leading Professional Practice in Education

Author : Christine Wise
File Size : 35.58 MB
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This volume provides an overview of key contemporary themes in educational leadership. It focuses on developing professional capacity, organisation improvement and the implementation of change, looking at theoretical frameworks and concepts, recent research studies and case examples of effective practice. The book covers: - leading learning and learner leadership - change processes and distributed leadership - leading professional development for educational contexts. Designed to encourage critical analysis and debate, this volume will be a useful resource for postgraduate and professional development courses in educational leadership and for practitioners. It is a companion to Educational Leadership: Context, Strategy and Collaboration, also published by Sage.

Sustainable Improvement

Author : Coral Mitchell
File Size : 87.23 MB
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This book situates learning communities in living systems and ecological perspectives. The fundamental premise is that all of human life and human activity is part of a deep planetary ecology of which mutuality and interdependence are cornerstone properties, learning and renewal are key processes, and emergent networks are foundational structures.

Developing Faculty Learning Communities at Two Year Colleges

Author : Susan Sipple
File Size : 58.44 MB
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This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

36 Tools for Building Spirit in Learning Communities

Author : R. Bruce Williams
File Size : 43.64 MB
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"A master at facilitating programs, Williams offers 36 tools that are grounded in years of practical experience for helping teams turn the change process into manageable, user-friendly tasks. He reinvigorates learning communities with spirit, vigor, and mutual support as they address their specific challenges."--Robin Fogarty, PresidentRobin Fogarty and AssociatesRevitalize the spirit of your school community and strengthen your common vision and purpose!Many of today?'s schools suffer from stress fractures as they struggle with challenges of achievement gaps, class sizes, differentiating instruction for diverse students, and responding to ever greater demands for accountability. Longtime facilitator R. Bruce Williams gets to the heart of the matter, emphasizing that change is not just external, but also comes from within through revitalized individuals and strong culture.Williams provides administrators with essential tools to nurture the spirits of hard-working professionals and raise morale in school communities. Each chapter ends with step-by-step activities that build on featured concepts and speed the transition from theory to practice, from struggle to success.The book focuses on seven important aspects of underlying structure that can leverage new patterns of confidence and achievement: Participative processes such as mentoring Visible achievements Common understandings Guided reflections Inspiring success stories Community-building rituals Powerful symbolsIn powerful, well-formed cultures, common spirit is strong. This book provides everything educators need to work together to transform their learning community into a culture of vitality, energy, vision, and purpose.

Building Organizational Memories Will You Know What You Knew

Author : Girard, John P.
File Size : 30.95 MB
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Provides relevant theoretical frameworks, latest empirical research findings, and practitioners' best practices in the area of organizational memory.

Leading Schools in a Data Rich World

Author : Lorna M. Earl
File Size : 46.3 MB
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Turn skepticism about data into knowledge for true educational reform! More versatile than mere number crunching and statistics, data can be an effective tool—or even a powerful catalyst—for change within a school. Lorna M. Earl and Steven Katz show educators how to become comfortable with data, and provide valuable tools that school leaders and school improvement teams can use in their work, including: Vignettes to support group discussion Activities to give readers a chance to practice ideas and concepts Task sheets Short case studies that show how the full process works